Direct vs. Indirect Written Corrective Feedback: Student Perceptions

Westmacott, Anne

doi:10.17533/udea.ikala.v22n01a02

Cited by 45 publications

(63 citation statements)

References 41 publications

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“…In addition, more studies have been performed to investigate the effectiveness of WCF in developing learners' accuracy in L2 development that followed research designs like the ones used in investigating various forms of oral corrective feedback (CF). A consistent evidence provided by these recent studies (Sheen, 2007(Sheen, , 2010Bitchener, 2008;Ellis et al, 2008;Sheen, Wright, & Moldawa, 2009;Bitchener & Knoch, 2009a, 2009bVan Beuningen, de Jong, & Kuiken, 2012;Shintani, Ellis, & Suzuki, 2014;Stefanou & Revesz, 2015;Karim & Nassaji 2018 ;Westmacott, 2017;Banaruee, Khatin-Zadeh, Ruegg, 2018) revealed that CF has performed a significant role in assisting learners to acquire grammatical features thus improving their linguistic proficiency in the target structure of the language.…”

Section: Introductionsupporting

confidence: 70%

The Effect of Written Corrective Feedback Strategies on Collocation Errors of Low-Performing Esl Learners

Fhaeizdhyall

Jerome

2020

PJEE

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The studies on error correction have been laying their emphasis on grammatical structures of the language with lack of focus on non-grammatical aspect such as lexical collocation. Therefore, this study aims at investigating the effect of direct and indirect written corrective feedback on low-performing ESL learners. Ninety-two students of a public university involved in the study. Three intact groups that have equal proficiency were identified at the beginning of the universityâ€™s academic term. A quasi-experimental design was employed with two experimental groups receiving indirect WCF and direct WCF separately, and a control group deprived of any treatment. The groups were measured in three different time points with pre-test before the intervention, immediate post-test after the intervention, and delayed post-test to measure retention effect. One-way ANOVA and repeated-measures ANOVA were used to measure the effect. The findings reveal that significant differences were detected in immediate post-tests of direct and indirect WCF groups which indicate that both WCF strategies can enhance participantsâ€™ collocational competency. Additionally, the findings also show that direct WCF strategy greatly affects participants collocation errors despite both groups performed better than the control group. This study demonstrates that retention effect was detected in the group that received direct WCF while the indirect WCF group was not able to retain - in delayed post-test. Recommendation is also discussed for Future directions of studies.Â

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Section: Introductionsupporting

confidence: 70%

The Effect of Written Corrective Feedback Strategies on Collocation Errors of Low-Performing Esl Learners

Fhaeizdhyall

Jerome

2020

PJEE

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“…First, EFL learners had a strong interest in teacher comments, appreciated the feedback, and misinterpreted some teacher feedback comments (Amara, 2015). The study has significantly developed knowledge of learners' perceptions, most students in this L2 class stated indirect feedback was more helpful and it was proved that it might also help strengthened grammar skills and motivate self-learning behavior (Westmacott, 2017). Furthermore, Mahfoodh & Pandian (2011) suggested that students perceived their teachers' written feedback as useful, very crucial for language accuracy.…”

Section: Literature Reviewmentioning

confidence: 89%

“…Therefore, it is necessary to review the learners' perception on teacher direct written corrective feedback in order to have further knowledge on the implementation of direct teacher corrective feedback. Studies on perception have been conducted (Amara, 2015;Westmacott, 2017;Mahfoodh & Pandian, 2011;Erkkilä, 2013;Tangkiengsirisin & Kalra, 2016;and Chung, 2015). First, EFL learners had a strong interest in teacher comments, appreciated the feedback, and misinterpreted some teacher feedback comments (Amara, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Direct Teacher Corrective Feedback in EFL Writing Class at Higher Education: What Students Perceive

Sabarun

2020

Vis. J. Lang. Foreign Lang. Learn.

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<p>The study is aimed at describing the students’ perception of direct teacher corrective feedback in a foreign language writing class. It is descriptive quantitative research, employing questionnaires and observation as research instruments, which was conducted with 20 students of the fourth semester English department students of Palangka Raya State Islamic Institute of 2018/ 2019 academic year. The findings revealed that, firstly, in terms of the perception of students’ attitudes toward direct teacher corrective feedback, 75 percent of participants felt that they agreed to receive direct teacher corrective feedback on language form, content, and organization. Their preference for the area of corrective feedback in language forms was 85 percent while the organization was 65 percent. Secondly, dealing with the students’ perception on direct teacher feedback, 90 percent of students argued that they felt satisfied when they got direct teacher feedback. 85 percent of students perceived that their teacher’s feedback helped them improve their writing, and 90 percent of them realized that their teacher’s feedback made them feel confident in producing a better draft. Finally, most students responded that they appreciated the teacher’s feedback. In addition, the students believed that direct teacher feedback improved writing especially on grammar accuracy and organization.</p>

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“…The study revealed that participants was strongly motivated with teacher comments. Second, a study conducted by (Westmacott, 2017) about direct vs. indirect written corrective feedback on the student perceive. The study revealed that many language learners stated that indirect feedback was more helpful.…”

Section: Related Workmentioning

confidence: 99%

The Learners Perceive of Written Corrective Feedback in Writing Multicultural class

Elhawwa¹,

Rukmini²,

Mujiyanto³

et al. 2018

Proceedings of the International Conference on Science and Education and Technology 2018 (ISET 2018)

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The study attempts to explain the learners perceive of WCF in writing multicultural class at English Department of IAIN Palangka Raya. This study belongs to descriptive research. The participants of the study are the students of three ethnic groups consisting of twenty five students. The data are collected through questionnaire and observation. The finding reveals that all ethnic group students have positive response on WCF in L2 writing class. In terms of the types of feedback, the majority of participants about ninety per cent of dayaknese and eighty six per cent of Banjarese prefer to treat using direct CF. Meanwhile, Javanese about eighty three per cent prefer to treat using indirect CF, in terms of the sources of feedback, the majority of participants about ninety two per cent of Javanese and eighty per cent of Banjarese prefer to be treated by teacher CF. Meanwhile, Dayaknese about eighty one per cent prefer to be treated by peer CF. It is recommended that the teachers consider the students cultural background in giving WCF to learners.

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Direct vs. Indirect Written Corrective Feedback: Student Perceptions

Cited by 45 publications

References 41 publications

The Effect of Written Corrective Feedback Strategies on Collocation Errors of Low-Performing Esl Learners

The Effect of Written Corrective Feedback Strategies on Collocation Errors of Low-Performing Esl Learners

Direct Teacher Corrective Feedback in EFL Writing Class at Higher Education: What Students Perceive

The Learners Perceive of Written Corrective Feedback in Writing Multicultural class

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